The Rationalist Tradition At Trial

Analysis of Evidence: How to Do Things With Facts Based On Wigmore\u27s Science of Judicial Proof, By Terrence Anderson and William Twining (with an Appendix on Probablity and Proof by Philip Dawid). Little, Brown and Company, and London: George Weidenfeld and Nicolson, Ltd., 1991. Pp. 457. $22.00. (Teacher\u27s Manual. Pp. 181

Issues for consideration to adopt educational computer games for learning and teaching

Computer games have started to gain attention in the domain of learning and teaching. The integration of computer games for education in the classroom has starting to gain acceptance in some countries. However, for schools which have never used computer games in the classroom, study still need to be conducted to investigate the teachers' belief and attitude toward the usage. The purpose of this paper is to examine issues for consideration when adopting educational computer games for learning and teaching. This paper also examines the concepts that related to educational computer games and aspects of learning and teaching. In addition, the theories of technology acceptance which use to assess the perception, belief and attitude of teachers and students have also been investigated

Informing, teaching or propagandising? Combining Environmental and Science Studies for undergraduates

This article discusses experiences in the integrated teaching of Environmental Studies and Science Studies in a generalist curriculum at a university campus in Scotland. At the University of Glasgow Crichton Campus, a mixed curriculum has been developed to combine coherently Environmental and Science Studies, perhaps the first such curriculum in the UK and equally uncommon in America. The Crichton curricum is intentionally multi-disciplinary, drawing closely on the successful nineteenth-century Scottish model exported to America. This generalist approach, emphasising broad philosophical principles, informs the courses and their inter-relationships

Informing, teaching or propagandising? Combining Environmental and Science Studies for undergraduates

This article discusses recent experiences in the integrated teaching of Environmental Studies and Science Studies in a generalist curriculum at a new university campus in Scotland. At the University of Glasgow Crichton Campus over the past three years, a new mixed curriculum has been developed to combine coherently Environmental and Science Studies, perhaps the first such curriculum in the UK and equally uncommon in America. The Crichton curricum is intentionally multi-disciplinary, drawing closely on the nineteenth-century Scottish model successful exported to America. This generalist approach, emphasising broad philosophical principles, informs the courses and their inter-relationships

Understanding “Understanding” in Public Understanding of Science

This study examines the conflation of terms such as “knowledge” and “understanding” in peer-reviewed literature, and tests the hypothesis that little current research clearly distinguishes between importantly distinct epistemic states. Two sets of data are presented from papers published in the journal Public Understanding of Science. In the first set, the digital text analysis tool, Voyant, is used to analyze all papers published in 2014 for the use of epistemic success terms. In the second set of data, all papers published in Public Understanding of Science from 2010–2015 are systematically analyzed to identify instances in which epistemic states are empirically measured. The results indicate that epistemic success terms are inconsistently defined, and that measurement of understanding, in particular, is rarely achieved in public understanding of science studies. We suggest that more diligent attention to measuring understanding, as opposed to mere knowledge, will increase efficacy of scientific outreach and communication efforts